Neural development and disorders of math processing

1：摘要 数学障碍影响了大约6%的儿童人口，并持续到 因此，青春期是一个重大的生物医学问题。神经心理学 成人的神经成像研究表明，顶内沟和中脑 额叶回在数量比较中(例如减法)，但牵涉到颞叶- 在数学事实的言语提取中，顶叶皮质和额叶下回(例如： 乘法)。成年人的神经成像研究也表明，依赖于 随着实践的发展，动词检索系统越来越多，越来越多的人使用它来解决更容易的问题。 行为研究表明，在发展过程中对 言语提取系统和一些数学残疾儿童表现出明显的 这一体系中的赤字。行为研究还表明，一些有数学能力的孩子 残疾有阅读障碍，一些人建议有数学成绩的孩子 而阅读障碍(MD+RD)应该在言语提取系统中存在缺陷， 然而，仅有数学障碍(MD)的儿童应该在数量上存在缺陷 比较制。尽管已经有了大量的神经成像 对成人的研究和对儿童的行为研究，对 儿童数学发展或数学障碍的神经基础。该项目将使用 功能磁共振成像(FMRI)检查大鼠神经发育 数量比较(即减法)和言语检索(即乘法)在典型的 发展儿童(10至14岁)并检查数学的神经基础 患有和不伴有阅读障碍的儿童的残疾。我们将研究 使用常规fMRI分析的信号强度差异，但我们还将 使用动态因果模型(DCM)检查有效连通性的差异。 这个项目将使用更容易的任务而不是更难的任务来更有效地描绘大脑 区域涉及不同形式的数学加工，采用纵向设计进行检验 早期功能是否预示着以后的发展，并通过阅读任务来确定 它们与数学处理的相互关系。关联性。这个项目建议研究数学的神经基础 典型发育儿童和患有数学障碍的儿童的发展 没有共病的阅读障碍。这个项目的结果将对 数学障碍的诊断和矫正。

1: Summary Math disability affects about 6% of the childhood population and continues into adolescence, and therefore, represents a major biomedical issue. Neuropsychological and neuroimaging studies in adults have implicated the intra-parietal sulcus and middle frontal gyrus in quantity comparison (e.g. subtraction), but have implicated temporo- parietal cortex and inferior frontal gyrus in verbal retrieval of math facts (e.g. multiplication). Neuroimaging research in adults has also suggested that reliance on the verbal retrieval system increases with practice and it is utilized more for easier problems. Behavioral research suggests there are developmental increases in the reliance on the verbal retrieval system and that some children with math disability show pronounced deficits in this system. Behavioral research has also shown that some children with math disability have a reading disability, and some have suggested that children with a math and reading disability (MD+RD) should have a deficit in the verbal retrieval system, whereas children with a math disability only (MD) should have a deficit in the quantity comparison system. Although there has been a substantial amount of neuroimaging research in adults and behavioral research in children, very little is known about the neural basis of math development or of math disability in children. This project will use functional magnetic resonance imaging (fMRI) to examine the neural development of quantity comparison (i.e. subtraction) and verbal retrieval (i.e. multiplication) in typically developing children (10- to 14-year-olds) and to examine the neural bases of math disability in children with and without co-morbid reading disability. We will examine differences in signal intensity using conventional fMRI analyses, but we will also examine differences in effective connectivity using dynamic causal modeling (DCM). This project will employ easier versus harder tasks to more effectively delineate brain regions involved in different forms of math processing, a longitudinal design to examine whether early functioning predicts later development, and reading tasks to determine their inter-relations with math processing. Relevance. This project proposes to examine the neural basis of mathematical development in typically developing children and in children math disability with and without co-morbid reading disability. The results of this project will have implications for the diagnosis and remediation of math disability.